TASK 3: ASSESSMENT COMMENTARY

1. Analyzing the Focus Learner’s performance

A. Identify the lesson objective from the learning segment measured by each daily
assessment record.
[Objective one: Students will use the county wide reading program. Students will know
and apply grade-level phonics and word analysis skills in decoding words with sufficient
accuracy and fluency to support decoding words with 80% accuracy on assignments and
tests. Objective two: Students will use the county wide reading program to support
comprehension when students read with sufficient and accuracy and fluency with 80%
accuracy on assignments and tests. Objective three: Students will use the county wide
reading program to know and apply grade-level phonics and word analysis in decoding
words with 4 out of 8 attempts correct on assignments and tests.]

b. Describe any changes in the assessment related to the work sample, daily assessment,
records, and/or lesson objectives from what was described in the lesson plans and
explain why changes were made.
[No changed where made.]

c. If the work samples for the learning goal is an excerpt from a video from instruction task
2, provide a time-stamp reference here.
[Work samples are provided as attachments.]

d. Summarize the focus learner’s progress toward the learning goal as reflected in the
learning objectives. The summary can be presented in a table or described in several
paragraphs.

Met objective Partially met Did not met

objective objective
Student 1 X
*Student 2* X
Student 3 X
Student 4 X
Student 5 X
Student 6 X
Student 7 X
Student 8 X
[Students will use the county wide reading program. Students will know and apply grade-level
phonics and word analysis skills in decoding words with sufficient accuracy and fluency to
support decoding words with 80% accuracy on assignments and tests.]

e. Analyze the focus learner’s performance based on

 Strengths (what s/he appears to understand or do well) and needs (where s/he
continues to struggle, or s/he needs greater challenge). Include any error analysis.
Types or levels of planned support provided to the focus learner.
[Focus learner seems to do well during the lessons. She seems to pick up on the new
sounds, she is picking up on new letters, and she is blending well when decoding words.
I do not think that currently she needs any further assistance as she is doing well on the
current grade level. The plan is to keep focus learner on the pace that she is on because
she is doing well.]

F. Based on the focus learner’s performance, explain how the planned supports you used
did or did not impact learning and provide access to the content.
[The supports provided to the focus learner and class is practice and repetition. I find
that these approaches are what is best for the focus learner and class.]
2. Feedback to guide further learning.
A. Identify the form in which you submitted your evidence of feedback for the focus
learner.
[ the feedback was given orally to the student not in a video or audio format]
B. Explain how feedback (including error prevention) provide to the focus learner
goal.
[The feedback given to the student was that she done well on the assignment. She was able to
say nearly all the letter sounds correctly, she knew nearly all her letters, and she was able to
read all or some of the three letter words in the lesson. At the end of the lesson, student had to
complete a workbook sheet and she was able to complete that on her own and got everything
correct.]
c. How did or will you support the focus learner to understand and use the feedback on both
strengths and needs related to the learning goal, within the learning segment or in subsequent
learning tasks?
[I plan to support the student’s understanding and use the feedback to expand learning having a
conversation with only the focus student to go over the feedback. As part of the feedback, I will
review the video clip with the students to allow them to see the mistakes and help them with
corrections. Together the focus student and I will work on making corrections so that she knows
the correct sounds, letter names and can read the words.]

3. Evidence of Use of the Expressive/Receptive Communication Skill

When responding to the prompts below, use concrete examples from the focus learner’s
work sample or an additional video clip (using time-stamp references) as evidence. You may
provide evidence of the focus learner’s use of the expressive/receptive communication skill
for the learning goal from ONE of the following sources:
1. Video clip(s) from Instruction Task 2; provide time-stamp references.
2. An additional video file named “Communication Use” of no more than 5 minutes in
length; provide time-stamp references. See Assessment Task 3 Evidence Chart for
acceptable file types. Submit the clip in Assessment Task 3, Part C.
 3. Work sample; provide a time-stamp reference for a video work sample. The work sample
can be the one analyzed or a different one if it is clearly labeled as evidence of use of
the communication skill.

a. Explain the focus learner’s use of the communication skill to participate in learning tasks
or demonstrate learning related to the learning goal.
[The student participates in the county wide reading program for instruction and guided
practice. Throughout the video I provide the students steps of completing the letter
sounds, letter names, and reading the words. The students including the focus student
participates in class by following the guided practice of the lesson and completing a
worksheet at the end of the lesson, which the teacher does over with the students on
how to complete it.]
b. Explain the extent to which the planned supports for the expressive/receptive
communication skill built on the learner’s strengths and/or addressed needs relative to
participating in the learning tasks or demonstrating learning related to the learning goal.
[Planned supports for the communication skill included:
- Participatory instruction (I verbalized and modeled as the students followed
along on the smartboard and mimicked the modeling).
- Visual, verbal, and guided practice
- Demonstration to collect assessment data.
[The plan supports were chosen based on the focus learner’s previous academic
experiences and success with direct, participatory, and repetitive instruction. Also,
the focus leaner’s IEP accommodations state that he should receive direct
instruction, repetition, and rephrasing directions to ensure understanding and
repetitive of academic skills. The focus learner’s accommodation is written on
evidence from previous academic assessment. Written activities (worksheet) were
used to complete assessment of lesson but was gone over with the group of
students but monitored independent activity.]

C. Describe the planned supports you provided to help the focus learner
generalize and/or maintain the communication skill.

[ The plan would be repetition practice of the lessons with the focus learner. With the focus
learner learning sounds, letters, and reading words by repetition it will boost their
communication skills. The focus learner and reading group will be reading simple words
but eventually they will read harder words. Learning the simple skills will help them later
when learning the harder stuff. Sometimes students must start out simple and gain much
more in the long run. As for my focus learner and reading group yes, they have started
simple but after knowing them for a couple year I have seen their communication skills
grow from learning more letter, sounds, and decoding words.]
4. Using Assessment to Inform Instruction

Consider what you know about the focus learner and the effectiveness of your
instruction/intervention and the learning environment when designing next steps related to
the learning goal. Consider all aspects of instruction, including planned supports, as
appropriate. Connect your next steps to your analysis of the focus learner’s performance.
a. Based on your analysis of the focus learner’s performance, presented in the response to
prompts 1d–f, describe next steps for instruction to improve or continue learning.
 Connect your next steps to research and/or theory, particularly as it relates to
evidence-based practices.
[The focus learner will continue with the practice and repetition. This is what works
best when learning letters, sounds, and blending to decode words. Also, with
coopering teacher’s permission I plan to use an approach where to learn the words
better that at the end of class for an exit ticket students will use one of the words they
learned during the lesson in a sentence. This gives them the opportunity to learn the
word more, and to help them learn to write a proper sentence. This direct instruction
will help focus learner and class be able to learn the words more.]
b. Based on what the focus learner knows and can do and your next steps, describe
implications for the focus learner’s IEP goals and/or curriculum.
[Based on the evidence that I have collected through data, assessments,
assignments, and mastery tests I believe the focus learner has reached her IEP goal;
Student will use the county wide reading program to know and apply grade-level
phonics and word analysis in decoding words with 4 out of 8 attempts correct on
assignments and tests. Learning can be social therefore I like to have students work
with partners during class time. I believe that it too will allow them to learn from one
another. Sometimes they can learn more for each other versus something in a book.
The connection with other people directly affects learning, so peer involvement is
kept to learning material.]